ERIC Number: EJ1235905
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1838-3815
EISSN: N/A
Three Perspectives on a Collaborative, Whole-of-Program Process to Support Curriculum Change
Hammer, Sara; McDonald, Janet; Forbes, Melissa
Journal of Teaching and Learning for Graduate Employability, v5 n1 p47-62 2014
This qualitative case study reports on an emerging four-stage process of support for curriculum change using reflective data which highlights three perspectives: that of the Academic Developer, the Head of Program, and the Discipline Leader. The aim of the change process was to enhance employment outcomes of Creative Arts students by aligning the program curriculum with disciplinary Threshold Learning Outcomes. Successful features and areas for further attention are identified. The findings indicate that key features of the support process, such as its collaborative, situated, action-learning approach, have resulted in positive outcomes for participants. These include opportunities for reflective practice, peer and in situ learning as well as the development of participant engagement and leadership as part of the curriculum change process. Furthermore the process mirrored actions and emphasised concepts related to the employability of graduates of the program under review.
Descriptors: Curriculum Development, Educational Change, Outcomes of Education, Employment Potential, Administrator Attitudes, Intellectual Disciplines, Department Heads, Instructional Design, Creativity, Art Education, Alignment (Education), Teaching Methods, Reflective Teaching, Peer Teaching, Leadership Training, College Graduates, Foreign Countries, Universities, Experiential Learning, Learning Theories, Feedback (Response), Teacher Attitudes, College Faculty, Design, Curriculum Implementation
Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A